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Cognitive Development Cognitive development Definition Cognitive development is the construction of thought processes, including remembering, problem solving, and decision-making, from childhood through adolescence to adulthood. Description It was once believed that infants lacked the ability to think or form complex ideas and remained without cognition until they learned language. It is now known that babies are aware of their surroundings and interested in exploration from the time they are born. From birth, babies begin to actively learn. They gather, sort, and process information from around them, using the data to develop perception and thinking skills. Cognitive development refers to how a person perceives, thinks, and gains understanding of his or her world through the interaction of genetic and learned factors. Among the areas of cognitive development are information processing, intelligence , reasoning, language development , and memory. Historically, the cognitive development of children has been studied in a variety of ways. The oldest is through intelligence tests, such as the widely used Stanford Binet Intelligence Quotient (IQ) test first adopted for use in the United States by psychologist Lewis Terman (1877–1956) in 1916 from a French model pioneered in 1905. IQ scoring is based on the concept of "mental age," according to which the scores of a child of average intelligence match his or her age, while a gifted child's performance is comparable to that of an older child, and a slow learner's scores are similar to those of a younger child. IQ tests are widely used in the United States, but they have come under increasing criticism for defining intelligence too narrowly and for being biased with regard to race and gender. In contrast to the emphasis placed on a child's native abilities by intelligence testing, learning theory grew out of work by behaviorist researchers such as John Watson (1878–1958) and B. F. Skinner (1904–1990), who argued that children are completely malleable. Learning theory focuses on the role of environmental factors in shaping the intelligence of children, especially on a child's ability to learn by having certain behaviors rewarded and others discouraged. Piaget's theory of cognitive development The most well-known and influential theory of cognitive development is that of French psychologist Jean Piaget (1896–1980). Piaget's theory, first published in 1952, grew out of decades of extensive observation of children, including his own, in their natural environments as opposed to the laboratory experiments of the behaviorists. Although Piaget was interested in how children reacted to their environment, he proposed a more active role for them than that suggested by learning theory. He envisioned a child's knowledge as composed of schemas, basic units of knowledge used to organize past experiences and serve as a basis for understanding new ones. Schemas are continually being modified by two complementary processes that Piaget termed assimilation and accommodation. Assimilation refers to the process of taking in new information by incorporating it into an existing schema. In other words, people assimilate new experiences by relating them to things they already know. On the other hand, accommodation is what happens when the schema itself changes to accommodate new knowledge. According to Piaget, cognitive development involves an ongoing attempt to achieve a balance between assimilation and accommodation that he termed equilibration. At the center of Piaget's theory is the principle that cognitive development occurs in a series of four distinct, universal stages, each characterized by increasingly sophisticated and abstract levels of thought. These stages always occur in the same order, and each builds on what was learned in the previous stage. They are as follows: Sensorimotor stage (infancy): In this period, which has six sub-stages, intelligence is demonstrated through motor activity without the use of symbols. Knowledge of the world is limited, but developing, because it is based on physical interactions and experiences. Children acquire object permanence at about seven months of age (memory). Physical development (mobility) allows the child to begin developing new intellectual abilities. Some symbolic (language) abilities are developed at the end of this stage. Pre-operational stage (toddlerhood and early childhood): In this period, which has two sub stages, intelligence is demonstrated through the use of symbols, language use matures, and memory and imagination are developed, but thinking is done in a non-logical, non-reversible manner. Egocentric thinking predominates. Concrete operational stage (elementary and early adolescence): In this stage, characterized by seven types of conservation (number, length, liquid, mass, weight, area, and volume), intelligence is demonstrated through logical and systematic manipulation of symbols related to concrete objects. Operational thinking develops (mental actions that are reversible). Egocentric thought diminishes. Formal operational stage (adolescence and adulthood): In this stage, intelligence is demonstrated through the logical use of symbols related to abstract concepts. Early in the period there is a return to egocentric thought. Only 35 percent of high school graduates in industrialized countries obtain formal operations; many people do not think formally during adulthood. The most significant alternative to the work of Piaget has been the information- processing approach, which uses the computer as a model to provide new insight into how the human mind receives, stores, retrieves, and uses information. Researchers using information-processing theory to study cognitive development in children have focused on areas such as the gradual improvements in children's ability to take in information and focus selectively on certain parts of it and their increasing attention spans and capacity for memory storage. For example, researchers have found that the superior memory skills of older children are due in part to memorization strategies, such as repeating items in order to memorize them or dividing them into categories. Infancy As soon as they are born, infants begin learning to use their senses to explore the world around them. Most newborns can focus on and follow moving objects, distinguish the pitch and volume of sound, see all colors and distinguish their hue and brightness, and start anticipating events, such as sucking at the sight of a nipple. By three months old, infants can recognize faces; imitate the facial expressions of others, such as smiling and frowning; and respond to familiar sounds. At six months of age, babies are just beginning to understand how the world around them works. They imitate sounds, enjoy hearing their own voice, recognize parents, fear strangers, distinguish between animate and inanimate objects, and base distance on the size of an object. They also realize that if they drop an object, they can pick it up again. At four to seven months, babies can recognize their names. By nine months, infants can imitate gestures and actions, experiment with the physical properties of objects, understand simple words such as "no," and understand that an object still exists even when they cannot see it. They also begin to test parental responses to their behavior, such as throwing food on the floor. They remember the reaction and test the parents again to see if they get the same reaction. At 12 months of age, babies can follow a fast moving object; can speak two to fours words, including "mama" and "papa"; imitate animal sounds; associate names with objects; develop attachments to objects, such as a toy or blanket; and experience separation anxiety when away from their parents. By 18 months of age, babies are able to understand about 10–50 words; identify body parts; feel a sense of ownership by using the word "my" with certain people or objects; and can follow directions that involve two different tasks, such as picking up toys and putting them in a box. Toddlerhood Between 18 months to three years of age, toddlers have reached the "sensorimotor" stage of Piaget's theory of cognitive development that involves rudimentary thought. For instance, they understand the permanence of objects and people, visually follow the displacement of objects, and begin to use instruments and tools. Toddlers start to strive for more independence, which can present challenges to parents concerned for their safety . They also understand discipline and what behavior is appropriate and inappropriate, and they understand the concepts of words like "please" and "thank you." Two-year-olds should be able to understand 100 to 150 words and start adding about ten new words per day. Toddlers also have a better understanding of emotions, such as love, trust, and fear. They begin to understand some of the ordinary aspects of everyday life, such as shopping for food, telling time, and being read to. Preschool Preschoolers, ages three to six, should be at the "preoperational" stage of Piaget's cognitive development theory, meaning they are using their imagery and memory skills. They should be conditioned to learning and memorizing, and their view of the world is normally very self-centered. Preschoolers usually have also developed their social interaction skills, such as playing and cooperating with other children their own age. It is normal for preschoolers to test the limits of their cognitive abilities, and they learn negative concepts and actions, such as talking back to
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